Evidence-based practice

Educators have gathered on the Gold Coast to share their work on school-based improvement projects, reflecting on the successes and challenges along the way.

Collaborative learning can be an effective classroom tool, but it can also have a powerful impact in the staffroom. Teachers at Craigslea State High School in Brisbane are using Peer Learning Groups (PLGs) to improve their own practice and student outcomes.

Many students get the correct answers to mathematics tasks, even though their thinking is incorrect. Teachers need to be aware of the possible misconceptions their students may have.

To develop lifelong learners, the overarching goal of feedback should be to support the ability of students to self-monitor and self-regulate. However, not all feedback is equal.

Some Australian schools and school systems have seen greater improvements in NAPLAN results than others. How well do we understand where improvements are occurring and why? Professor Geoff Masters AO discusses.

What does an effective professional learning community look like and how do you go about building one? Dr Lawrence Ingvarson discusses the Professional Learning Community Framework (PLCF) he's developed.

To whet the appetite for next month’s Excellence in Professional Practice Conference, we speak to both keynote speakers – Professor Stephen Dinham and Professor Nan Bahr – and revisit the EPPC archive to share snippets from interviews with previous presenters.

You’ve been to a great workshop, picked up information from a PD session, or read a research paper, but how do take the next step and use what you’ve learned to improve your own practice?

Since Eltham High School began using a collaborative problem solving assessment tool to collect meaningful data, they now have a clear idea about students’ skills in both of these areas.

You’ve probably heard the claim that you learn better when information is presented in your preferred ‘learning style’. Where did this neuromyth come from? Dr Tanya Vaughan explains.